Student Learning Theory Goes (Back) to (High) School

Autor/inn/en	Ginns, Paul; Martin, Andrew J.; Papworth, Brad
Titel	Student Learning Theory Goes (Back) to (High) School
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 42 (2014) 4, S.485-504 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-013-9291-4
Schlagwörter	Foreign Countries; Learning Theories; Models; High School Students; Student Surveys; Factor Analysis; Construct Validity; Structural Equation Models; Goodness of Fit; Self Efficacy; Teacher Student Relationship; Educational Environment; Learning Strategies; Outcomes of Education; Student Participation; Homework; Academic Aspiration; Student Characteristics; Personality Traits; Australia + Suchen Sie Ihr Suchwort? Ausland; Learning theory; Lerntheorie; Analogiemodell; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerbefragung; Faktorenanalyse; Self-efficacy; Selbstwirksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lernleistung; Schulerfolg; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Hausaufgabe; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Australien
Abstract	Biggs' 3P (Presage-Process-Product) model, a key framework in Student Learning Theory, provides a powerful means of understanding relations between students' perceptions of the teaching and learning environment, learning strategies, and learning outcomes. While influential in higher education, fewer tests of the model in secondary education contexts have been conducted. We investigated relations between Presage, Process and Product variables in the Australian secondary education context, using a wider range of Presage variables than is typical, as well as a novel set of outcomes (class participation, homework completion, and educational aspirations). Australian students (N = 5,198) from 13 high schools participated in the study, completing a paper-based survey in class. Confirmatory factor analysis was used to test for construct validity of scales. Structural equation modeling was used to determine the fit of the hypothesised 3P model to the data, and estimate direct and indirect effects between Presage, Process and Product variables. Across the Presage variables, academic self-efficacy and perceived teacher support had the strongest direct effects on outcome variables, as well as the strongest indirect effects through the Product variables. Demographic (e.g., age, gender, parental education) and personological (e.g., Big five personality measures) covariates were generally less salient. The present study illustrates the utility of the 3P model in contemporary secondary education settings. Building academic self-efficacy and positive perceptions of teacher support should enhance both the Processes and Products of learning in secondary settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10